http://www.cambridgeassessment.org.uk en-us © University of Cambridge Local Examinations Syndicate Podcasts from Cambridge Assessment Cambridge Assessment Discover the latest podcasts from the Cambridge Assessment Group Download podcasts from Cambridge Assessment. As a leading world authority on assessment, Cambridge Assessment helps to provide clarity on assessment through explanation, information and education. Cambridge Assessment public.affairs@cambridgeassessment.org.uk http://www.cambridgeassessment.org.uk/ca/digitalAssets/175739_itunes-image.jpghttp://www.cambridgeassessment.org.uk no This talk looks at the relationship between subject knowledge, inferential ability and ability to validate and establish truths in the perspective of an ascent from novice to expert within a subject area. Cambridge Assessment Professor Christopher Winch (King's College London) Academic subjects are generally assumed to be composed of propositional rather than practical knowledge. http://www.cambridgeassessment.org.uk/ca/digitalAssets/198214_Epistemic_ascent_and_curriculum_design.mp3 Tue, 22 Sep 2011 10:05:00 GMT 48:42 subject knowledge, curriculum design At a conference hosted by University of Cambridge International Examinations, Dr Paul Howard Jones from Bristol University explained how teachers can use insights from neuroscience to provide more effective teaching and learning. Cambridge Assessment Dr Paul Howard Jones (Bristol University) Teachers must be cautious when they find ideas that allege some sort of basis in neuroscience. But there are some positive things such as the effective exercise on learning and the need for children to learn something about their own brain and what effect this can have on their achievement. http://www.cambridgeassessment.org.uk/ca/digitalAssets/198054_Paul_Howard_Jones_podcast.mp3 Sun, 11 Sep 2011 10:10:00 GMT 55:21 neuroscience, brain, learning Guest speaker and archaeologist Dr Carenza Lewis explains how a valid assessment model has been developed for an extra-curricular activity. Cambridge Assessment Dr Carenza Lewis, archaeologist, (University of Cambridge) Developing new ways of assessing extra-curricular achievement http://www.cambridgeassessment.org.uk/ca/digitalAssets/198057_Carenza_Lewis.mp3 Wed, 07 Sep 2011 10:10:00 GMT 19:59 extra-curricular assessment, validity, archaeology, extra-curricular activity The coalition government has launched many educational policies: academies, free schools, the English Baccalaureate and the freedom for parents and teachers to choose qualifications. What are the implications for today's learners? Cambridge Assessment John Brenchley, Senior Manager - Partnerships (OCR) This seminar looks at the educational changes that have emerged since the coalition government came to power and assesses their impact on the educational system and the design and delivery of qualifications. http://www.cambridgeassessment.org.uk/ca/digitalAssets/195983_Educational_Changes_Under_The_Coalition_podcast.mp3 Tue, 11 Aug 2011 10:05:00 GMT 78:00 coalition government, 14-19, education system, policy changes Although there is a generalised notion of academic misconduct and an assumption that there is a common understanding of the offences across universities, a variation in attitudes to plagiarism is shown to exist. Cambridge Assessment Vera Bermingham (Kingston University) This seminar illustrates the need to raise student awareness of the importance of developing appropriate skills for research and referencing before embarking on a university degree. http://www.cambridgeassessment.org.uk/ca/digitalAssets/194795_Plagiarism_in_UK_Law_Schools__is_there_a_postcode_lottery_.mp3 Wed, 06 Jul 2011 10:08:00 GMT 30:05 plagiarism, higher education Measuring 'quality' in early education - determining whether pre-schools can support children to become better learners Cambridge Assessment Professor Kathy Sylva (University of Oxford) Measuring 'quality' in early education - determining whether pre-schools can support children to become better learners http://www.cambridgeassessment.org.uk/ca/digitalAssets/194193_Can_pre-schools_support_children_to_become_better_learners.mp3 Tue, 05 Jul 2011 14:29:00 GMT 73:31 pre-school, pre-schools, early education This presentation will provide an account of the background, development and implementation of the Cambridge Pre-U. Cambridge Assessment Mark Dowling, Di Palmer and Val Sismey (University of Cambridge International Examinations) This presentation will provide an account of the background, development and implementation of the Cambridge Pre-U. http://www.cambridgeassessment.org.uk/ca/digitalAssets/192699_Deveolping_a_new_linear_qualification_how_difficult_can_it_be_Cambridge_Pre-U_a_case_study..mp3 Fri, 17 Jun 2011 11:02:00 GMT 73:52 pre-u, cambridge, cie This seminar will consider the place of admissions testing, in the overall range of assessment options for Higher Education entry. Cambridge Assessment Tim Oates and Professor John Laycock This seminar will consider the place of admissions testing, in the overall range of assessment options for Higher Education entry. http://www.cambridgeassessment.org.uk/ca/digitalAssets/193593_Assessment_for_Higher_Education_entry_admissions_testing.mp3 Fri, 17 Jun 2011 11:00:00 GMT 76:39 admissions, assessment, education In this talk Professor Coe will propose a structure for doing this. Examples will be given, together with a discussion of pros and cons of different approaches. Cambridge Assessment Professor Robert Coe (Durham University) In this talk Professor Coe will propose a structure for doing this. Examples will be given, together with a discussion of pros and cons of different approaches. http://www.cambridgeassessment.org.uk/ca/digitalAssets/192519_Ensuring_comparability_in_a_diverse_and_unregulated_qualification_market..mp3 Tue, 10 May 10:07:00 GMT 52:01 comparability, qualifications In this presentation, Professor Jane Elliott will introduce some of the landmark research carried out using longitudinal evidence from the cohort studies, and examine some of the opportunities for future research as the studies develop. Cambridge Assessment Professor Jane Elliott (Institute of Education) In this presentation, Professor Jane Elliott will introduce some of the landmark research carried out using longitudinal evidence from the cohort studies, and examine some of the opportunities for future research as the studies develop. http://www.cambridgeassessment.org.uk/ca/digitalAssets/192517_What_can_we_learn_from_the_British_Birth_Cohort_Studies.mp3 Tue, 10 May 10:05:00 GMT 57:59 british, birth, cohort, studies In this seminar a panel of key staff will discuss the issues surrounding comparability and will engage in debate with the audience about methods for establishing comparability, public understanding of the issues and directions for the future. Cambridge Assessment Tom Bramley, Gill Elliott, Dr Paul Newton, Sylvia Green and Dr Jackie Greatorex In this seminar a panel of key staff will discuss the issues surrounding comparability and will engage in debate with the audience about methods for establishing comparability, public understanding of the issues and directions for the future. http://www.cambridgeassessment.org.uk/ca/digitalAssets/191834_Comparability_of_exam_standards_podcast.mp3 Tue, 10 May 10:04:00 GMT 63:11 comparability, examinations, standards A frequent claim of awarding bodies is that standards are comparable across assessments in different subject areas. And if they are not, the awarding bodies can make them comparable through appropriate statistical techniques, or so the argument goes. It is not surprising that in many countries such brave statements are received with suspicion and mistrust by the stakeholders. Cambridge Assessment Dr Iasonas Lamprianou (Department of Education Sciences, European University-Cyprus) A frequent claim of awarding bodies is that standards are comparable across assessments in different subject areas. And if they are not, the awarding bodies can make them comparable through appropriate statistical techniques, or so the argument goes. It is not surprising that in many countries such brave statements are received with suspicion and mistrust by the stakeholders. http://www.cambridgeassessment.org.uk/ca/digitalAssets/191234_Inter-subject_comparability__forced_policy-making_and_the_social_responsibility_of_awarding_bodies.mp3 Tue, 10 May 10:03:00 GMT 43:18 intersubject, inter-subject, comparability, policy-making, social, responsibility, awarding Assessment industry (awarding bodies) should refocus its activities on applied research and development in assessment methodology. The industry should produce assessment tools and professional development for teachers and a much slimmed down external verification service. Cambridge Assessment Dr Tony Ashmore (National Education Trust) Assessment industry (awarding bodies) should refocus its activities on applied research and development in assessment methodology. The industry should produce assessment tools and professional development for teachers and a much slimmed down external verification service. http://www.cambridgeassessment.org.uk/ca/digitalAssets/191236_Assessing_assessment_-_progress_or_politics.mp3 Tue, 10 May 10:02:00 GMT 74:46 assessing, assessment How can we improve the quality of mark schemes and their use? Ayesha will outline a taxonomy of the kinds of mark schemes that are currently used in examining in the UK and discuss what makes a good mark scheme, based on the best practice observed in the study quoted above. Cambridge Assessment Ayesha Ahmed (CamExam) How can we improve the quality of mark schemes and their use? Ayesha will outline a taxonomy of the kinds of mark schemes that are currently used in examining in the UK and discuss what makes a good mark scheme, based on the best practice observed in the study quoted above. http://www.cambridgeassessment.org.uk/ca/digitalAssets/191238_How_can_we_improve_the_quality_of_marking_in_our_examinations_and_what_does_that_mean_for_validity_.mp3 Tue, 10 May 10:00:00 GMT 59:18 marking, examinations, validity This seminar will present the findings from a research project analysing students' performances and attitudes towards modularisation in two GCSE subjects. Cambridge Assessment Dr Carmen Vidal Rodeiro, Sylvia Green and Tim Oates (Assessment Research and Development Division, Cambridge Assessment) This seminar will present the findings from a research project analysing students' performances and attitudes towards modularisation in two GCSE subjects. http://www.cambridgeassessment.org.uk/ca/digitalAssets/190453_effects-of-modular-GCSE-examinations.mp3 Mon, 14 Feb 2011 13:20:00 GMT 67:21 modular, modularisation, gcse, gcses, exams, examinations Research findings suggest that, due to a lack of appreciation for the rationale behind the modular system, no control of resits and the highly competitive nature of selection by universities, the resit policy has produced some undesirable effects when it comes to actual practice in sixth-form education. Cambridge Assessment Eva Poon Scott (School of Education and Social Work, University of Sussex) Research findings suggest that, due to a lack of appreciation for the rationale behind the modular system, no control of resits and the highly competitive nature of selection by universities, the resit policy has produced some undesirable effects when it comes to actual practice in sixth-form education. http://www.cambridgeassessment.org.uk/ca/digitalAssets/189895_resits_in_high-stakes_examinations.mp3 Mon, 24 Jan 2011 13:20:00 GMT 58:36 resits, a-level, a-levels, sixth-form Widening participation in Higher Education crucially depends upon recruiting more young people from vocational pathways. But what sorts of opportunities do such learners access in Higher Education? Do these offer real opportunities for increasing social mobility and raising earnings? Is there any parity of esteem between academic and vocational progression routes? What are the challenges that students from more vocational programmes face when they enter Higher Education? How can we better support their learning and so improve success rates? Cambridge Assessment Dr Geoff Hayward (Reader in Education, University of Oxford) Widening participation in Higher Education crucially depends upon recruiting more young people from vocational pathways. But what sorts of opportunities do such learners access in Higher Education? http://www.cambridgeassessment.org.uk/ca/digitalAssets/189894_degrees_of_success.mp3 Mon, 24 Jan 2011 13:00:00 GMT 51:11 he, higher, education, vocational Interpreting test performance (against the Common European Framework of Reference (CEFR) in this case) is at the heart of test validity. Thus if CEFR alignment is important for an exam, it should impact every relevant stage of design and administration. It cannot be a one-off exercise. Cambridge ESOL's approach will be presented as an illustration of this. We will also present the SurveyLang project coordinated by Cambridge ESOL, due to deliver the European Survey on Language Competences in 2011. Cambridge Assessment Dr Neil Jones (Assistant Directors Research and Validiation, University of Cambridge ESOL Examinations) Interpreting test performance (against the Common European Framework of Reference (CEFR) in this case) is at the heart of test validity. Thus if CEFR alignment is important for an exam, it should impact every relevant stage of design and administration. It cannot be a one-off exercise. Cambridge ESOL's approach will be presented as an illustration of this. We will also present the SurveyLang project coordinated by Cambridge ESOL, due to deliver the European Survey on Language Competences in 2011. http://www.cambridgeassessment.org.uk/ca/digitalAssets/188717_linking-assessments-to_international-frameworks.mp3 Mon, 15 Nov 2010 14:00:00 GMT 64:38 cefr, surveylang, esol, test, testing This seminar will trace the history of investigations into inter-subject comparability in England, aiming to shed light on implicit and, occasionally, explicit statements of principle. It will analyse the emergence of early implicit conceptions and will illustrate how potential alternative conceptions have largely remained unrecognised, despite their potential utility. Cambridge Assessment Dr Paul Newton, Director, Cambridge Assessment Network, Cambridge Assessment This seminar will trace the history of investigations into inter-subject comparability in England, aiming to shed light on implicit and, occasionally, explicit statements of principle. It will analyse the emergence of early implicit conceptions and will illustrate how potential alternative conceptions have largely remained unrecognised, despite their potential utility. http://www.cambridgeassessment.org.uk/ca/digitalAssets/188693_incomprehensible-inexpressible-inconceivable.mp3 Wed, 10 Nov 2010 16:00:00 GMT 59:58 inter-subject, comparability, assessment Ofqual's regulation stretches from the early years through the key stages, GCSEs, A levels and diplomas to vocational and occupational qualifications. Ofqual monitors assessments, reviews standards and has a major programme focused on reliability. What has the regulator found in its regulatory work on the significant developments that 2010 has brought? How do the outcomes help Ofqual fulfil its mission to ensure that these assessments are valued and trusted by learners, users and the wider public? Cambridge Assessment Dennis Opposs, Head of Standards, Ofqual Ofqual's regulation stretches from the early years through the key stages, GCSEs, A levels and diplomas to vocational and occupational qualifications. Ofqual monitors assessments, reviews standards and has a major programme focused on reliability. What has the regulator found in its regulatory work on the significant developments that 2010 has brought? How do the outcomes help Ofqual fulfil its mission to ensure that these assessments are valued and trusted by learners, users and the wider public? http://www.cambridgeassessment.org.uk/ca/digitalAssets/188433_todays-assessment-jungle.mp3 Wed, 03 Nov 2010 13:47:00 GMT 47:25 ofqual, gcse, a-levels, qualifications, assessment This presentation will review the design features to be taken into account if systems of assessment in which teacher judgement has a role are to be robust enough to meet the expectations of students, policy-makers and the wider public. Cambridge Assessment A presenation by Richard Daugherty This presentation will review the design features to be taken into account if systems of assessment in which teacher judgement has a role are to be robust enough to meet the expectations of students, policy-makers and the wider public. http://www.cambridgeassessment.org.uk/ca/digitalAssets/187655_summative-assessment-by-teachers.mp3 Tue, 06 Oct 2010 15:20:00 GMT 45:02 assessment, teachers, gcse, curriculum, qualifications This seminar examines the implications of international human rights standards for assessment practice. Cambridge Assessment implications for policy and practice This seminar examines the implications of international human rights standards for assessment practice. http://www.cambridgeassessment.org.uk/ca/digitalAssets/186253_revisioning_assessment.mp3 Tue, 22 Jun 2010 16:30:00 GMT 57:42 assessment, children, human, rights, standards, practice, policy Good science courses provide plenty of opportunities for students to explore and develop their understanding of scientific ideas through practical work. It is often argued that, to encourage school practical work, the students’ practical skills need to be formally assessed by examination or coursework but is this really necessary and if so, what is the best way to do this? Cambridge Assessment Good science courses provide plenty of opportunities for students to explore and develop their understanding of scientific ideas through practical work. It is often argued that, to encourage school practical work, the students’ practical skills need to be formally assessed by examination or coursework but is this really necessary and if so, what is the best way to do this? Good science courses provide plenty of opportunities for students to explore and develop their understanding of scientific ideas through practical work. It is often argued that, to encourage school practical work, the students’ practical skills need to be formally assessed by examination or coursework but is this really necessary and if so, what is the best way to do this? http://www.cambridgeassessment.org.uk/ca/digitalAssets/185973_no_irish_potatoes_try_yams.mp3 Mon, 07 Jun 2010 11:30:00 GMT 50:11 science, skills, experiments, students, exams, examinations UCAS applications to UK Higher Education institutions, the number of A-levels awarded an A grade and high achieving students exceeding the minimum entry requirements are all on the increase. In this context, the increasing numbers of well-qualified applicants presents institutions with a real challenge: how can they choose between applicants in a way that is consistent, fair, transparent and predictive of their future academic success? Cambridge Assessment How do institutions differentiate between applicants? UCAS applications to UK Higher Education institutions, the number of A-levels awarded an A grade and high achieving students exceeding the minimum entry requirements are all on the increase. In this context, the increasing numbers of well-qualified applicants presents institutions with a real challenge: how can they choose between applicants in a way that is consistent, fair, transparent and predictive of their future academic success? http://www.cambridgeassessment.org.uk/ca/digitalAssets/185913_competitive_admissions_to_higher_education.mp3 Wed, 02 Jun 2010 10:30:00 GMT 71:13 ucas, education, grade, grades, a-level, academic New GCSE qualifications were introduced for first teaching in England, Wales and Northern Ireland September 2009. These new GCSEs included changes such as controlled assessment, unitisation and entry, aggregation and terminal rules. This seminar discusses the implications of these changes, both for schools and for awarding bodies such as OCR. Cambridge Assessment New GCSE qualifications were introduced for first teaching in England, Wales and Northern Ireland September 2009. These new GCSEs included changes such as controlled assessment, unitisation and entry, aggregation and terminal rules. This seminar discusses the implications of these changes, both for schools and for awarding bodies such as OCR. New GCSE qualifications were introduced for first teaching in England, Wales and Northern Ireland September 2009. These new GCSEs included changes such as controlled assessment, unitisation and entry, aggregation and terminal rules. This seminar discusses the implications of these changes, both for schools and for awarding bodies such as OCR. http://www.cambridgeassessment.org.uk/ca/digitalAssets/185672_impact_of_changes_in_gcse_assessment.mp3 Tue, 11 May 2010 10:30:00 GMT 59:15 qualification, qualifications, gcse, ocr Dr Mary Richardson, Centre for Beliefs, Rights and Values in Education, Roehampton University, considers the value of assessing Citizenship in the context of the findings from an empirical study conducted in secondary schools across England. Cambridge Assessment Dr Mary Richardson, Centre for Beliefs, Rights and Values in Education, Roehampton University, considers the value of assessing Citizenship in the context of the findings from an empirical study conducted in secondary schools across England. Dr Mary Richardson, Centre for Beliefs, Rights and Values in Education, Roehampton University, considers the value of assessing Citizenship in the context of the findings from an empirical study conducted in secondary schools across England. http://www.cambridgeassessment.org.uk/ca/digitalAssets/184854_citizenship_in_england.mp3 Tue, 16 Mar 2010 10:30:00 GMT 55:37 assessment, assessments, citizenship, england Seminar highlighting how an explicit focus on Critical Thinking can enhance the attainment of pupils of all backgrounds and abilities, following recent research. Importantly, the research showed that pupils who study Critical Thinking as a discrete subject at AS level tend to do better in their other A level subjects, whether they are taking sciences, languages or humanities. Cambridge Assessment Students who have a deficit of ‘thinking skills’ are not only lacking sufficient grounding to embark upon undergraduate study, but also missing a vital skill essential for the 21st-century workforce. Seminar highlighting how an explicit focus on Critical Thinking can enhance the attainment of pupils of all backgrounds and abilities, following recent research. http://www.cambridgeassessment.org.uk/ca/digitalAssets/183973_critical_thinking.mp3 Wed, 24 Feb 2010 12:00:00 GMT 117:27 Critical Thinking, AS level, A level Guest speaker Randy Bennet looks at six inter-related issues in formative assessment (aka, ‘Assessment for Learning’). The issues concern the definition of formative assessment, the claims commonly made for its effectiveness, the limited attention given to domain considerations in its conceptualisation, the underrepresentation of measurement principles in that conceptualisation, the teacher-support demands formative assessment entails, and its place in the larger educational system. Cambridge Assessment Randy Bennet, Research and Development, Educational Testing Service, looks at six inter-related issues in formative assessment (aka, ‘Assessment for Learning’) Guest speaker Randy Bennet looks at six inter-related issues in formative assessment (aka, ‘Assessment for Learning’). The issues concern the definition of formative assessment, the claims commonly made for its effectiveness, the limited attention given to domain considerations in its conceptualisation, the underrepresentation of measurement principles in that conceptualisation, the teacher-support demands formative assessment entails, and its place in the larger educational system. http://www.cambridgeassessment.org.uk/ca/digitalAssets/183957_formative_assessment.mp3 Tue, 23 Feb 2010 15:00:00 GMT 57:48 formative assessment, Assessment for Learning Concerns that ‘standards are falling’ continue to dominate public debate. What are the sources of data to which we should turn to illuminate issues of standards, and what degree of confidence should we have in the different explanations of trends in standards? Cambridge Assessment Parliamentary research seminar chaired by Baroness Perry of Southwark Concerns that ‘standards are falling’ continue to dominate public debate. What are the sources of data to which we should turn to illuminate issues of standards, and what degree of confidence should we have in the different explanations of trends in standards? http://www.cambridgeassessment.org.uk/ca/digitalAssets/183677_standards_at-a-level.mp3 Mon, 08 Feb 2010 10:00:00 GMT 97:29 A-Level standards Guest speaker Professor David Raffe explains how caution and care is essential in order to draw robust conclusions from international comparisons about different national education systems. Cambridge Assessment Speaking at a recent seminar hosted by the Cambridge Assessment Network, Professor David Raffe, Centre for Educational Sociology, University of Edinburgh, Professor Raffe explained how many qualifications frameworks reflect the culture and society of a particular country. Guest speaker Professor David Raffe explains how caution and care is essential in order to draw robust conclusions from international comparisons about different national education systems. http://www.cambridgeassessment.org.uk/ca/digitalAssets/182205_what-can-we-learn-from-cross-national-comparisons.mp3 Thu, 22 Oct 2009 13:00:00 GMT 62:32 qualifications frameworks, national education systems It is often not recognised that the form of an assessment can have as much influence on outcomes as the construct being assessed. We often use traditional assessment techniques without recourse to the available evidence base. This talk, by Professor Peter Tymms, Centre for Evaluation and Monitoring, Durham University, explores issues involved with the form of assessments and their link to function. Cambridge Assessment This talk, by Professor Peter Tymms, Centre for Evaluation and Monitoring, Durham University, explores issues involved with the form of assessments and their link to function. It is often not recognised that the form of an assessment can have as much influence on outcomes as the construct being assessed. We often use traditional assessment techniques without recourse to the available evidence base. This talk, by Professor Peter Tymms, Centre for Evaluation and Monitoring, Durham University, explores issues involved with the form of assessments and their link to function. http://www.cambridgeassessment.org.uk/ca/digitalAssets/181584_Assessment_Form_and_Function_Peter_Tymms.mp3 Thu, 17 Sep 2009 14:00:00 GMT 41:22 assessment, function, assessment techniques, form of assessments Despite successive failures in administration and accumulating evidence of extreme washback effects into the curriculum, national assessment and associated accountability measures remain a solid part of English education policy. This presentation reviews the history of development in national testing in England, and looks at alternatives which are and aren't being considered, and at the most likely direction of future developments. Cambridge Assessment This presentation reviews the history of development in national testing in England, and looks at alternatives which are and aren't being considered, and at the most likely direction of future developments. Despite successive failures in administration and accumulating evidence of extreme washback effects into the curriculum, national assessment and associated accountability measures remain a solid part of English education policy. This presentation reviews the history of development in national testing in England, and looks at alternatives which are and aren't being considered, and at the most likely direction of future developments. http://www.cambridgeassessment.org.uk/ca/digitalAssets/180844_Tim_Oates_National_Assessment.mp3 Mon, 13 Jul 2009 11:00:00 GMT 62:29 assessment, national assessment, english education policy, education For many years, assessment has shaped the way we learn and the way we teach. But, claims a top educational expert, the use of ‘labels’ in testing can make it a destructive process. Speaking at a recent forum ‘Testing and Identity’ hosted by the Cambridge Assessment Network, guest speaker Gordon Stobart – of the Institute of Education, University of London – delivered a thought-provoking talk that explored how the power of testing can determine how we think about ourselves and others, and how we learn. Cambridge Assessment This month, our guest speaker Gordon Stobart explains how the use of 'labels' in testing can make it a destructive process. For many years, assessment has shaped the way we learn and the way we teach. But, claims a top educational expert, the use of ‘labels’ in testing can make it a destructive process. Speaking at a recent forum ‘Testing and Identity’ hosted by the Cambridge Assessment Network, guest speaker Gordon Stobart – of the Institute of Education, University of London – delivered a thought-provoking talk that explored how the power of testing can determine how we think about ourselves and others, and how we learn. http://www.cambridgeassessment.org.uk/ca/digitalAssets/178003_Testing_and_Identity_Gordon_Stobart.mp3 Thu, 18 Jun 2009 17:00:00 GMT 69:16 labels, identity, testing, Gordon Stobart A recent seminar ‘Formative Assessment Revisited’ hosted by the Cambridge Assessment Network explored some of the reasons why people are becoming adherents to Assessment for Learning in the light of the amount of evidence available. Cambridge Assessment Formative Assessment A recent seminar ‘Formative Assessment Revisited’ hosted by the Cambridge Assessment Network explored some of the reasons why people are becoming adherents to Assessment for Learning in the light of the amount of evidence available. http://www.cambridgeassessment.org.uk/ca/digitalAssets/176704_Tim_Oates_Revisiting_AFL_Podcast.mp3 Tue, 19 May 2009 17:45:00 GMT 69:14 Formative Assessment, Assessment for Learning,Tim Oates, assessment, cambridge, education A panel of experts gathered at the RSA, London, on 7 May to debate a hot topic in education; whether emotional intelligence affects educational attainment and could – and should – be taught in schools. Cambridge Assessment Emotional Intelligence A panel of educational experts have recently debated the concept of ‘emotional intelligence’ and whether it could – and should be – a part of teaching today. http://www.cambridgeassessment.org.uk/ca/digitalAssets/176468_RSA_Emo_Int_Podcast.mp3 Fri, 15 May 2009 14:00:00 GMT 53:42 emotional intelligence, rsa, assessment, cambridge, education Clara Kenyon, Qualifications Director at OCR, describes some of the key changes taking place in England's education system today. Cambridge Assessment A Momentous Year! What's happening to assessment in England during 2009? Clara Kenyon, Qualifications Director at OCR, describes some of the key changes taking place in England's education system today. http://www.cambridgeassessment.org.uk/ca/digitalAssets/175584_key-changes.mp3 Fri, 01 May 2009 17:00:00 GMT 53:42 education, ocr, assessment